Republic of the Philippines

MINDANAO STATE UNIVERSITY

COLLEGE OF EDUCATION
Fatima, General Santos City

Date: January 18, 2023

Group Members: Classroom Setting: Online Class (6)

1. Charles Marvin Esperanza
2. Lady Fame Abugan
3. Donalyn A. Zausa
4. Angelene Dimson

A SEMI-DETAILED LEARNING PLAN in Mathematics

9

TOPIC: Illustrations of Quadratic Equation

GRADE LEVEL: 9
TIME & DURATION: 7:30-8:15 (45 min)

I. OBJECTIVES:

At the end of the lesson, the Grade 9 Pythagoras students are expected to
a. Identify the a, b, and c of the quadratic equation
b. participate actively in any activity
c. transform the quadratic equation to its standard form

II. SUBJECT MATTER

A. Reference:

Gelvoleo, J. (2020). MATHEMATICS-Grade 9: 4th QUARTER-Module 5:

SOLVING PROBLEMS INVOLVING RIGHT TRIANGLES [Printed].
(Gregorio, M. & Gajilomo, S. Eds.) (1 st ed.). IX, Philippines: Department
of Education
 Solving word problems with trigonometry - trigonometry. Private
Tutoring. (n.d.).
https://www.varsitytutors.com/trigonometryhelp/solving-word-problems-
with-trigonometry
“SOH CAH TOA Style (Learn Trig Functions)” by Chelmsford TV
available at https://www.youtube.com/watch?v=jwswKGw0DuM
B. Materials: Laptop, PPT, Jambord

III. LESSON PROCEDURES

A. Routine

• Prayer
• Greetings
• Checking of Attendance

B. Motivation

The teacher will play the “SOH CAH TOA Style (Learn Trig
Functions)” by Chelmsford TV and the students will sing and dance
along with it.

C. Activity

The teacher presents the activity before introducing the lesson.

Instruction: Presented on the screen are the examples of linear

and quadratic equations. Write LE if the equation is linear and
QE if it is quadratic. Type your answers and post it in the
comment section. You are only given 3 minutes to finalize your
answers.
1) c=12 n−5
2) 9 r 2−25=0
3) x 2−5 x+ 3=0
4) 2 s +3=−7
5) 4 m 2+ 4 m+1=0

D. Analysis

The teacher will ask the following questions to the students.

1. How did you find the activity?

 Any response from the class that is relevant to the lesson will be
accepted.

2. What Mathematical concepts/skills/strategies did you employ to

arrive at your solutions?
The students will say something similar to trigonometric ratios,
SOHCAHTOA, Pythagorean Theorem, distance formula and
right triangle.

3. What insights can you draw from the activity?

The students will give a response similar to the thought of this
answer.

Trigonometric ratios are applicable in solving real-life problems

involving heights, distances, and angles which are difficult or
sometimes impossible to measure directly.

E. Abstraction

First, the teacher will read the lesson objectives to the class. Next,
the teacher will introduce the lesson. Then, the teacher will review the
concepts of trigonometric ratios. Lastly, the teacher will provide a
strategy to the students on how to solve problems involving right
triangles.

The teacher introduces the lesson “Illustrations of Quadratic

Equations”.

A Quadratic Equation in one variable is a mathematical sentence of

degree 2 that can be written in the following standard form:
2
ax +bx +c=0 , where a, b, and c are real numbers and a ≠ 0.
In the equation, ax 2 is the quadratic term, bx is the linear term and c is
the constant term.

*The teacher will discuss the activity.

Example 1
Write a quadratic equation where a=2, b=5 and c=3 .
o To write the equation, substitute the given values of a, b and c in
the standard form of quadratic equation ax 2 +bx +c=0.
Answer: 2 x2 +5 x +3=0
 Example 2
The equation 3 x (x−2)=10 is quadratic. However, it is not written in
the standard for. Write the given equation in standard form of quadratic
equation and determine the values of a, b and c.
o To write the equation in standard form, expand the product and
make one side of the equation zero.

3 x ( x−2 ) =10→ 3 x 2−6 x=10

2
3 x −6 x−10=10−10
2
Answer: 3 x −6 x−10=0
where a=3 , b=−6∧c=−10

Example 3
Write the quadratic equation ( 2 x+5 )( x−1 )=−6 in standard form.
o To write the equation in standard form, expand the product and
make one side of the equation zero.

( 2 x+5 )( x−1 )=−6 →2 x 2−2 x +5 x−5=−6

2
2 x +3 x−5=−6
2 x2 +3 x−5+6=−6 +6
2
Answer: 2 x +3 x +1=0

F. Application

The teacher will summarizes the lesson by asking these questions to

the students.
1) How to write a quadratic equation in standard form given the
values of a, b and c?
o In writing the equation given the values of a, b and c, substitute
the given values of a, b and c in the standard form of quadratic
equation ax 2 +bx +c=0 .
2) How to write a quadratic equation given two linear equations
being multiplied to each other?
o In writing an equation given two linear equations being multiplied
to each other, expand the product and make one side of the
equation zero.
 After the students answer these questions, the teacher will
ask the students if they any other questions or clarifications
about the lesson the lesson.

IV. EVALUATION

The teacher will present a seatwork in the screen.

Instruction: Write each equation in standard form ax 2 +bx +c=0 then identify
the values of a, b, and c.
1. −2 x+8=−9 x 2
2. x 2=3 x+10
3. 4 x2 −2=0
4. ( x−7)( x +7)=3 x
5. ( y +3)( y +5)=0
6. a+ 2a 2−19=−5 a2
7. 5 w (7 w−2)=10 w+1
8. 99=3(k 2−7)
9. 25 k −17=29 k 2−17
10. 4 y−3 y ( y )=9

V. ASSIGNMENT

The teacher posts the assignment on the google classroom.

Instruction: By group of at most 3. Copy the problem and show your

complete solution. Submit your work in PDF in our google classroom.

1. How are quadratic equations different from linear equations?

2. Give at least 2 examples of quadratic equations and identify the
values of a, b, and c.
3. The following are the values of a, b, and c that Ayres and Rolando
got when they expressed 4−7 x= x2 in standard form.
Ayres: a=−1 ; b=−7 ; c=4
Rolando: a=1 ; b=7 ; c=−4

VI. STRATEGIES
A. Motivation
The teacher will employ the experiential learning where students
will recall the SOHCAHTOA through physical activities like singing and
dancing.

B. Activity
The teacher will use problem-based learning, visualization,
technology for behavior management and cooperative learning. The
activity involves solving a real-life problem through the use of a map. It
will have a time limit and students will be conscious of their time and
therefore, will maintain their focus since there will be a timer flash on
the TV’s screen. Additionally, the students will be working in groups.

C. Analysis
Inquiry-based learning will be emphasized during this lesson
procedure through a continuous dialogue between the teacher and the
students. They will have a more in-depth discussion about the
conducted activity.

D. Abstraction
This part of the lesson procedure will be facilitated through direct
instruction. Teacher will take the lead during the lecture of the lesson.

E. Application
Problem-based learning and indirect instruction are the strategies
for this part. The students will work on solving word problems on their
own.

A Semi-Detailed Lesson Plan in MATHEMATICS 9

I. Objectives
At the end of the lesson, the students must be able to
d. Identify the a, b, and c of the quadratic equation
e. participate actively in any activity
f. transform the quadratic equation to its standard form
II. Subject Matter

Topic: Illustrations of Quadratic Equation

Reference: Grade 9 Mathematics Learner’s Module
Materials: Laptop, Internet
Teaching Strategy:

III. Procedure
Daily Routine: Prayer
Greetings: Good morning, Class!
Checking of Attendance in Google Meet

A. Motivation
Using the provision of share screening in Google Meet application. The
teacher will play a 3- minute music video of a song that is all about
quadratic equation. The teacher will provide the following questions
after they've finished watching the music video. The student must type
their answers in the type section in the google meet application.
https://youtu.be/slfhTiZwIAI
 What is the video all about?
 Based on the video, what are the characteristics of a quadratic
equation?
B. Activity
The teacher presents the activity before introducing the lesson.

Instruction: Presented on the screen are the examples of linear and

quadratic equations. Write LE if the equation is linear and QE if it is
quadratic. Type your answers and post it in the comment section. You
are only given 3 minutes to finalize your answers.
6) c=12 n−5
7) 9 r 2−25=0
8) x 2−5 x+ 3=0
9) 2 s +3=−7
10) 4 m 2+ 4 m+1=0
C. Abstraction
The teacher introduces the lesson “Illustrations of Quadratic
Equations”.

A Quadratic Equation in one variable is a mathematical sentence of

degree 2 that can be written in the following standard form:
ax +bx +c=0 , where a, b, and c are real numbers and a ≠ 0.
2

In the equation, ax 2 is the quadratic term, bx is the linear term and c is

the constant term.

*The teacher will discuss the activity.

Example 1
Write a quadratic equation where a=2, b=5 and c=3 .
 o To write the equation, substitute the given values of a, b and c in
the standard form of quadratic equation ax 2 +bx +c=0.
Answer: 2 x2 +5 x +3=0

Example 2
The equation 3 x (x−2)=10 is quadratic. However, it is not written in
the standard for. Write the given equation in standard form of quadratic
equation and determine the values of a, b and c.
o To write the equation in standard form, expand the product and
make one side of the equation zero.

3 x ( x−2 ) =10→ 3 x 2−6 x=10

3 x 2−6 x−10=10−10
2
Answer: 3 x −6 x−10=0
where a=3 , b=−6∧c=−10

Example 3
Write the quadratic equation ( 2 x+5 )( x−1 )=−6 in standard form.
o To write the equation in standard form, expand the product and
make one side of the equation zero.

( 2 x+5 )( x−1 )=−6 →2 x 2−2 x +5 x−5=−6

2
2 x +3 x−5=−6
2
2 x +3 x−5+6=−6 +6
Answer: 2 x2 +3 x +1=0

D. Analysis
The teacher asks questions.
1) How to determine a quadratic equation?
o A quadratic equation is a mathematical sentence of degree of 2.
2) What is the standard form of a quadratic equation?
o ax 2 +bx +c=0 , where a, b and c are real numbers and a ≠ 0
E. Application
The teacher summarizes the lesson by asking questions.
 3) How to write a quadratic equation in standard form given the
values of a, b and c?
o In writing the equation given the values of a, b and c, substitute
the given values of a, b and c in the standard form of quadratic
equation ax 2 +bx +c=0 .
4) How to write a quadratic equation given two linear equations
being multiplied to each other?
o In writing an equation given two linear equations being multiplied
to each other, expand the product and make one side of the
equation zero.
IV. Evaluation
Instruction: Write each equation in standard form ax 2 +bx +c=0 then identify the
values of a, b, and c.
11. −2 x+8=−9 x 2
12. x 2=3 x+10
13. 4 x2 −2=0
14. ( x−7)( x +7)=3 x
15. ( y +3)( y +5)=0
16. a+ 2a 2−19=−5 a2
17. 5 w (7 w−2)=10 w+1
18. 99=3(k 2−7)
19. 25 k −17=29 k 2−17
20. 4 y−3 y ( y )=9
V. Assignment
The teacher posts the assignment on the google classroom.

By group of at most 3. Copy the problem and show your complete solution.
Submit your work in PDF in our google classroom.

4. How are quadratic equations different from linear equations?

5. Give at least 2 examples of quadratic equations and identify the
values of a, b, and c.
6. The following are the values of a, b, and c that Ayres and Rolando
got when they expressed 4−7 x= x2 in standard form.
Ayres: a=−1 ; b=−7 ; c=4
Rolando: a=1 ; b=7 ; c=−4